American Annals of the Deaf最新文献_第2页

Publisher's Note. 出版商的注意。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987327

引用次数: 0

Language and Pretend Actions Understanding in Children with Hearing Loss. 听力损失儿童的语言和假装动作理解。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a988841

Anna Amadó, Elisabet Serrat, Francesc Sidera

引用次数: 0

Postsecondary Programs. 教育项目。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987332

引用次数: 0

Gallaudet Dissertations. 加劳德特大学的论文。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987341

引用次数: 0

Schools and Programs in the United States. 美国的学校和项目。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987328

引用次数: 0

Exploring Deaf and Hard of Hearing Students' Engagement in Reading Comprehension Strategies in Elementary School. 小学聋人及听障学生阅读理解策略参与的探讨。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a985470

Ali Alasmari, Ali Albalhareth

{"title":"Exploring Deaf and Hard of Hearing Students' Engagement in Reading Comprehension Strategies in Elementary School.","authors":"Ali Alasmari, Ali Albalhareth","doi":"10.1353/aad.2025.a985470","DOIUrl":"10.1353/aad.2025.a985470","url":null,"abstract":"The reading level of a number of students who are deaf or hard of hearing (DHH) is lower than that of non-DHH students because DHH children generally experience delays in their exposure to language and may also be diagnosed with learning disabilities. This study explored the reading comprehension strategies that first-grade DHH students adopted, with specific attention to the roles that both explicit and implicit instruction play. Using an ethnographic qualitative approach, a teacher and four first-grade DHH students were observed and interviewed to provide insight into the instructional practices and strategies most commonly used by students and teachers of DHH children. The findings revealed that the strategies DHH students employed varied depending on their cultural background and fluency in Saudi Sign Language (SSL). During implicit instruction, students frequently used strategies such as thinking together, activating prior knowledge, and translating Arabic texts into SSL. In contrast, explicit instruction was associated with more structured strategies, such as summarizing in SSL and writing responses based upon the texts. The results demonstrated that retelling and summarizing activities using SSL emerged as a particularly significant strategy for reading comprehension. Future research should examine instructional methods that provide effective support to develop DHH learners' summarization writing skills.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 3","pages":"120-140"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms. 探讨教师在课堂上对聋哑和听障学生进行阅读教学的挑战。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a988840

Faisl M Alqraini

{"title":"Exploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms.","authors":"Faisl M Alqraini","doi":"10.1353/aad.2025.a988840","DOIUrl":"10.1353/aad.2025.a988840","url":null,"abstract":"Students who are d/Deaf or hard of hearing (d/Dhh) continue to face persistent literacy challenges, particularly in contexts where early language access and instructional resources are limited. In Saudi Arabia, despite inclusive education reforms, barriers to reading achievement remain. This study explored the instructional challenges teachers encounter and the strategies they employ when teaching reading to d/Dhh learners, drawing on the qualitative similarity hypothesis (QSH), which posits that d/Dhh students require access to the same core literacy components as their hearing peers, and these should be delivered through accessible modalities. Using a qualitative design, semistructured interviews were conducted with 23 teachers from inclusive and specialized educational settings in three major Saudi cities. Thematic analysis revealed five central challenges: limited student vocabulary, insufficient teacher fluency in Saudi Sign Language (SSL), lack of professional development in evidence-based strategies, minimal early childhood language exposure, and the presence of additional disabilities. In response, teachers described adaptive instructional practices aligned with the QSH, including the use of visual supports, sign-enhanced instruction, and individualized scaffolding. These findings underscore the need for systemic investment in teacher preparation, early intervention programs, and inclusive curriculum design. The study contributes to the growing literature on d/Dhh literacy and provides actionable insights for improving instructional equity within the Saudi educational context.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 4","pages":"233-246"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Schools and Programs in Canada. 加拿大的学校和项目。

IF 0.9 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a987330

引用次数: 0

Itinerant Teachers' Writing Instruction. 流动教师写作指导。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a988843

Rachel Saulsburry, Kimberly A Wolbers

{"title":"Itinerant Teachers' Writing Instruction.","authors":"Rachel Saulsburry, Kimberly A Wolbers","doi":"10.1353/aad.2025.a988843","DOIUrl":"10.1353/aad.2025.a988843","url":null,"abstract":"The majority of deaf and hard of hearing students are taught in public schools. Many of these students are taught by itinerant teachers who report their primary areas of instruction are language, reading, and writing (Antia & Rivera, 2016; Luckner & Ayantoye, 2013). The purpose of this qualitative case study was to examine (1) how strategic and interactive writing instruction (SIWI) was implemented by three itinerant teachers of the deaf in one rural, one urban, and one affluent school district and (2) what context-specific variables impacted their writing instruction. Through observations of a unit of their writing instruction for informative writing, scoring their fidelity for that writing unit, and conducting interviews about their instruction, the researchers concluded that the itinerant teacher participants were able to implement SIWI with typical fidelity for teachers in their first year of using this instruction technique. Their unique insights highlighted ways that the interactive instruction principles of the instructional fidelity instrument could be revised to better align with the educational contexts of itinerant teachers. They also reported four main challenges to their writing instruction: working with general education teachers, district-related factors, time, and physical space and organization.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 4","pages":"289-320"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Invited Commentary: The Use of Philosophy for Children (P4C) in Language Instruction for d/Deaf and Hard of Hearing Children: A Systematic Review. 特邀评论：《儿童哲学（P4C）在聋哑和听障儿童语言教学中的应用：系统回顾》。

IF 1 4区教育学

American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a985473

Suna Ozcan, Peter V Paul

{"title":"Invited Commentary: The Use of Philosophy for Children (P4C) in Language Instruction for d/Deaf and Hard of Hearing Children: A Systematic Review.","authors":"Suna Ozcan, Peter V Paul","doi":"10.1353/aad.2025.a985473","DOIUrl":"10.1353/aad.2025.a985473","url":null,"abstract":"This review reveals the potential application of the Philosophy for Children (P4C) approach, which holds a significant place in the development of language and higher-order thinking skills, for the education of d/Deaf and hard of hearing (d/Dhh) children. The review was conducted with a two-phase approach. In the first phase, 11 research articles encompassing 4,499 participants were systematically reviewed to evaluate studies that determined the effect of P4C on the language and thinking skills of hearing primary school students. The findings established that P4C is an evidence-based practice for developing discourse and language, as well as inquiry skills, and a potentially evidence-based approach for literacy. Moving from the findings of the first phase, a conceptual and pedagogical approach related to the education of d/Dhh children was put forward in the second phase. It was argued that there is a strong theoretical alignment between P4C and frameworks such as the qualitative similarity hypothesis and literate thought. It was concluded that P4C can be a crucial approach for the advanced language use and higher-order thinking skills that d/Dhh children need for academic success. Revealing a significant research gap, the present article outlines an important framework for the integration of P4C into the educational systems of d/Dhh children.","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"170 3","pages":"194-217"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0